Category Archives: Education/Madaaris

The Muslim Ummah prides itself with the lofty concept of Islamic Haya. There is no culture or system of life which has ever given the world such a beautiful concept of shame and morality as Islam has bestowed to its adherents. The lofty standard demanded by the Islamic Code of Haya does not permit male Ustaadhs, irrespective of their age and piety, to impart the knowledge of basic or elementary masaa-il (rules) pertaining to sex to Muslim girls. The illustrious Ulama and Fuqaha have issued strict instructions in this regard.

This lofty and divine concept of. Haya which the Ummah inherited from Rasulullah (sallallahu alayhi wasallam) is today being broken down and destroyed in the kuffaar secular schools with the connivance and co-operation of Muslim parents. In their mad and satanic desire for secular education even at the cost of the lost of Imaan, Muslim parents are permitting their little boys and girls to be exposed to the worm type of moral filth under the guise of ‘sex-education’.

‘Sex-education’ in terms of the Shariah is filth and abomination. It destroys the natural haya which Allah Ta’ala has bestowed to people of Imaan, especially to girls. It is most disgusting to refer to this type of immoral teaching with the designation ‘education’. It is not education. It is shaitaani filth and moral corruption which shaitaan has succeeded in introducing into the Muslim community via his kuffaar agents in the abominable secular schools.

LIBERTINE CULTURE

It is haraam for Muslim parents to submit to this libertine culture and to expose their young boys and girls to an indoctrination of sexual perversion. Parents are paving the road to Jahannum, not only for themselves, but for their little and beloved ones as well by abusing the Trust of children which Allah Ta’ala has awarded to them. The Qur’aan commands:

“O People of Imaan! Save yourselves and your families (wives and children) from the Fire.”

You can save your children from the everlasting perdition of Jahannum by safeguarding their Imaan, their Deen and their Akhlaaq here on earth. Parents have to take notice of what is happening to their children at the instutions of the kuffaar. If this trend of adopting the ways of the lewd and libertine kuffaar culture will continue in our community, then the stage will be set for Bosnia-type calamities to crash down on us. Allah’s punishment will come in such a ghastly form as a fitting recompense for having accepted a ghastly form of abomination as our way of life.

IMMORAL IMAGES

The primary school syllabus instructs that the sexual parts be named by children using models, toys and puppets. The use of images is haraam. The use of haraam images for a lewd purpose is a haraam act of an aggravated nature. How stupid can a system of education become! What need is there other than the purpose of indoctrinating children with perverse sex, to be taught the names of the sexual organs? Since man’s appearance on this planet, innumerable billions of people have learnt such matters without the impositions of an immoral cult such as western culture. Billions of people on this earth have fulfilled the natural role of procreation without the stupid interference of a type of ‘education’ which is nothing but sexual perversion introduced to rape the minds of the young.

PICTURES AND VIDEOS

Today the syllabus instructs the use of pictures and videos to show birth in animals. Tomorrow will come the time to take them to some clinic to show them birth in the actual process. Such shamelessness can never be tolerated by Islam. Whatever is holy and sacred in the lofty Islamic code of Haya is utterly destroyed by the libertine and immoral cult of western kufr education.

The Islamic code of Modesty and Shame does not permit parents to appear in the nude in the presence of even their six month old baby. The Muslim code of Haya discourages even spouses appearing in complete nudity to one another. Even though there is no hijaab between husband of wife, Islam advocates certain standards of decorum and modesty to be observed by them. Islam draws a distinction between human beings and donkeys. The Hadith teaches Muslims to behave like Ashraful Makhluqaat (The Noblest of creation), not like the beasts of the jungle.

What type of stupid education this is?

An education which uses dolls and pictures to show the differences between boys and girls is an insult to human intelligence. After millennia here on earth, the need is suddenly felt to teach a boy and a girl that they have different organs. Two year olds are aware of these differences naturally, without any need to be exposed to perversion and indoctrination.

DEENI TALEEM

The Deeni Ta’leem of Islam is ample to educate Muslim children. Correct Deeni education informs without exposing children to immodesty. Muslim children naturally know who their brothers and sisters are. They learn naturally who their mother is and who their father is. They learn naturally the need for marriage, reproduction and the making of a home. An education in which modesty and human be exposed to the bestial and shameless sexual education which is the product of the perverse minds of the kuffaar obsessed with sex and unnatural acts of sexual gratification. The libertine culture of the west, which has liberated the kuffaar from all moral restraints has brought about the fusion of the minds of the opposite sexes, giving rise to a breed of unisex hybrids.

In western countries, Maktabs co-incide their holidays with the school holidays so that parents and children can have time together and can go on family trips.

However some of these holidays co-incide with Easter and Christmas; the rationale being that during other times in the year, children are at school and if they are not given a holiday during the Christmas and Easter period, they don’t attend maktab as they are using these school holidays to go away with their families.

This is true in the majority of cases. However, some parents do see the value of Islamic education & they will send their children to Madrassah during the kuffar’s “religious” holidays.

My issue with this approach is that by granting holidays during kuffaar festivities, we are impliedly indoctrinating innocent children into according value to other religion’s festivals. Ulama, however, protest to the contrary stating that if the right tarbiyah is provided, the children will not be indoctrinated in to this way of thinking.

This ignores the fact that children are highly impressionable and do imbibe subtle messages. In addition, schools provide 6 weeks’ holiday once a year and these holidays are unrelated to major religious festivities. Maktabs could give 2 or 3 weeks off during this period.

In light of the above, what’s The Majlis’s view of giving children time off from maktab during Easter & Christmas?

ANSWER (by Mujlisul Ulama):

The real issue is that the Deen has become a hobby or a pastime activity for most Muslims, even for today’s ‘ulama’ who are not genuine Ulama. They are morons and signs of Qiyaamah. Besides the many stupid kuffaar holidays, even the holidays of the Madaaris are excessive. Holidays and true Taalibeen of Ilm are two opposites which really cannot exist together.

The genuine seeker of Ilm does not know what holidays are. The Madaaris have also become like secular institutions with the primary goal being the dunya, not the Aakhirat. The lessons in Madaaris should continue during all kuffaar holidays. Ilm must not be made the handmaid of kuffaar holidays. Whoever attends the Madrasah during the holidays will gain. Whoever is absent will be the loser.

The concern of the Asaatizah should be to impart Ilm to those who are keen in their pursuit. Those who subject the Ilm of the Deen to mundane demands should be ignored. The Madrasah should cultivate the ethos of Ghaar-e-Hira, not that of kuffaar secular institutions as is the case with almost all the Deeni institutions of the age. The glut of holidays, especially kuffaar holidays, is destructive for the Students of Deen. In fact, true students of the Deen should be fully engrossed with their kutub even during the official Madaaris holidays.

When I was lecturing at the Rand Afrikaans University, a professor, who was head of the department, mentioned to me, during a conversation:

“The day the Primary Level Religious Institutions (Makaatib) do not exist, the Muslim community will exist as a professional community and as a business community – but they will not exist as a Muslim community anymore.”

It was at that point that I realized the agenda and planning of the enemies of Islam. They were systematically trying to break down the structure of Deen, which had been established in South Africa. Their foremost effort was and is drawing the Muslims to their secular institutions – *primary, secondary and tertiary* – where they would further break down the individual’s Deen – until the mind-set, the lifestyle and the beliefs become secular! *Then we would be Muslim in name, but not in identity and not in our outlook – perhaps not even in belief. …May Allah Ta’ala protect us all.*

And this is what we see today: The modern secular-educated Muslim lives a life which is not aligned to the Qur’aan and Sunnah, in the true sense. There is a wide chasm created between the individual and true Islam. *This is the effort of secularists in their quest to alienate all of mankind from religion.*

For many, a modern and “moderate” Islam is accommodated, where the trends and whims of the non-Muslim society are also adopted. Many customs, which have no affiliation with Islam and which may even be prohibited, are legitimised. Intermingling of sexes, adopting the dress and the ways of the disbelievers, etc. are proof of the outcome of secular education.

The Ulama are considered outdated and orthodox and are criticised for holding onto what has passed on from generation to generation of the pure and pristine Deen of Islam.

On listening to the professor, I understood that the university – and other such western secular institutions of learning – had a specific and detailed strategy to harm the Muslim community. I thus resigned from the post of lecturing.

It should be understood that worldly education is permissible in Islam. This is not objectionable. It is a fact that Muslims have been pioneers and forerunners in the field of science, medicine, mathematics, etc. They were great inventors. Their contribution to the progress and advancement of mankind is distinct.

The knowledge that is being rejected is that knowledge which deliberately aims at cutting man off from religion, from his Creator. And this is the knowledge which has been given the name, “secular” – by its architects.

If a person had to do a little research, then just the definition of secularism exposes the aim of secularists. *Secularism is a system which removes and even rejects all forms of religious faith and worship.* Secularism demands that religion – if it believed in – should be a private affair and not a public one – and that religion should play no part in education or politics. Most secularists are themselves atheists.

One article also explained: “They (Secularists) think that religious schools are divisive (disruptive/incompatible), and damage the prospects of a harmonious and diverse society.”

So it follows that their efforts will be to eradicate religious institutions. *This is being done by engrossing man in the pursuit of materialism, entertainment and anything that diverts his attention away from religion or wanting to be religious.* Man thus becomes far removed from the religious institutions until he sees no need for religion and no need for such institutions.
*The Darul Ulooms are the bastions, the strongholds of Deen. They are the forts of Islam. It is in the Darul Uloom that we find Dien being taught, comprehensively, meticulously and fully. The Ulama are the shields of Islam; they are a great means of protection for the Ummah, preserving Islam in its pristine purity.*

The Maktab is the backbone of the Ummah and establishes a strong faith in Allah Ta’ala. Tauheed [1], Risaalat [2] and Aakhirat [3], which are the principles of Deen, are well-grounded in our children. This is what assists in making them firm Believers in Allah Ta’ala. …Wherever, in the world, there is no establishment of the Maktab system, the people there, easily lose their direction in Deen.
We see, in our own society, how the secular institutions – that is, the non-Muslim institutions of learning – keep our children occupied fully in everything other than religion. They have extracurricular and extramural activities. They have various events and functions which consume time. Our Muslim children are thus greatly hindered from attending the Maktab and Madrasah on a regular basis. In this manner, our children are kept away from connecting with Dien and improving in their Dien.
*Parents look to give their children the best secular education;* they may consider the prestige and status of attending such institutions, *but sadly, they do not look at the repercussions to the Deen and Imaan of their children.* And there is no doubt that this kind of education is at the great cost of our children’s Deen – if only we would take understanding. We are dealing with different cases and we are seeing the results. *Huge amounts of money are being paid for the destruction of our children’s Imaan.*

We may not see this today or tomorrow. Secularists have a long-term strategy. Over the twelve years of schooling and thereafter the years of tertiary education, they groom, they tutor and they prepare students in such a way, that when they complete their education or when they graduate, they leave the institution with a secular mind, with material aspirations and ambitions, and generally, with an aversion to religion – because religion is played out as a system that restricts, and secular education promotes freedom on every level.

They train them to fit into a western secular society, into a system where they are just pawns – used to support and strengthen the system, where religion is not allowed to feature.

Very recently, I met a young Muslim brother who is studying at a tertiary institution. In conversation, I enquired of him, what subjects he studied – and he mentioned history. So I asked regarding the history of mankind. He replied: “Darwin’s theory of evolution. We come from an ape…”

He honestly believed that his ancestors were apes or monkeys. When I asked him about the creation of the universe, he responded : “The big bang theory…”

Inna Lillahi wa inna ilayhi ra’jioon. These beliefs are in total conflict with Imaan and Islam. In fact, it is Kufr – because Allah Ta’ala has already explained the creation of man in the Qur`aan Sharief. Darwin’s theory is a rejection of the Qur’aan Sharief. Sadly, the brother did not see anything wrong with what he explained.
This is one of too many cases that we have dealt with. *Many are Muslims from good Muslim homes but this secular education has indoctrinated in their minds, the false belief that they have evolved from a monkey or ape.*
*Today, Darwinism, evolution and the big bang theory are taught in pre-schools, in primary, secondary and tertiary institutions.* These ideologies are impressed in the minds of our children and as a result, many Muslims are very confused in their beliefs.

Hadhrat Moulana Ashraf Ali Thanwi (Rahmatullahi ‘alayh) had said that the people censure and slate the Ulama regarding their stance on secular education. However, the Ulama are looking at the consequences of the modern secular curriculum and have therefore adopted this position. They are against that education which leads to rejection of religion and which leads to atheism.

Hadhrat Moulana (Rahmatullahi ‘alayh) had said that were we to take note of what is actually happening, we would observe that generally, the modern secular-educated people are unconcerned about Salaah, about maintaining the identity of the Muslim, and they do not heed the other commands of the Shari’ah. They may go against it, criticize it, and even proclaim Islam to be regressing and out-dated. Na’uzu Billah.

…Of course, there are some exceptions.

Those Ulama were blessed with foresight and understood the purpose of the introduction of western secular education.
Without Deeni education, the western secular system asserts and establishes an “Anti-God”, “Anti-Religion” frame of mind. And we should understand that without Deen and without Imaan, Jannat is lost.

The consequences are far reaching and extremely grave. The Hereafter is the destination and there are only two places of residence: Jannat or Jahannum.
The opportunity of this worldly life is not given to us to secure the worldly life – but it is to secure the Pleasure of Allah Ta’ala and salvation in the Hereafter.
*Reflect for a while:* What accompanies us when we depart from this world? With the exception of a shroud, *none of our material possessions*, no matter how beloved, will be taken with us. What will be taken are our deeds.

*When the reality of death manifests itself and the door to the Hereafter is opened, then our worldly qualifications and degrees won’t matter, but our faith will be all that matters.*

*We need to prioritize here and now and without any delay*, if we want the best of the next life – for ourselves and for our children.

May Allah Ta’ala give us the understanding. May Allah Ta’ala grant us the concern regarding our Dieni education and that of our children.

My daughter is in matric. Next year she intends joining the medical school and hopes to finally qualify as a doctor. Some of my friends are strongly advising me not to allow her to go university. Others are encouraging me to send her. They claim that it is important that we have Muslim women doctors as well to serve the community. Also they claim that a girl needs to have a career so that if Allah forbid, she is divorced or widowed, she would be able to support herself I require some urgent advice in this regard. What should I do?

ANSWER:

This is an important question which should be understood in its correct perspective. Therefore the following important points should first be firmly embedded in the heart and mind.

Our existence in this world is for a sublime purpose. It is to recognise our Creator and serve Him. In this short journey through this world we have to establish the Deen of Allah Ta’ala in our lives and on the entire earth. This is clearly explained in various aayats of the Qur’an and in the Ahadith (traditions) of Rasulullah (sallallahu alaihi wasallam). Thus our foremost duty is towards our Creator and Sustainer. We have to tread every step in obedience to His commands.

Another aspect to re-affirm in our hearts and minds is that our sustenance is provided by Allah Ta’ala alone. While we have been ordered to adopt some permissible means of livelihood, it is most certainly not our efforts or intelligence that earns our daily bread. Sustenance comes only from Allah Ta’ala. For those who are obedient to Him, Allah Ta’ala provides sustenance to them with ease. Allah Ta’ala declares in the Qur’an-al-Kareem: “And whosoever fears Allah, He will make a way out (from problems and difficulties) for him and will grant him sustenance from sources that he cannot conceive.”

Having understood the above, now consider the question of sending your daughter to university. There are many aspects to this question, all of which cannot be dealt with here. We will only deal with this question from one angle which should be sufficient for a person who values the spark of Imaan, and who considers the protection of the Imaan, modesty and chastity of his daughter as vitally important and necessary.

HUNGRY?

Any person who has the least idea of what goes on at university campuses will agree that to a great extent they have become dens of vice. Many have lost their Imaan at these places. A few Ramadhaan’s ago several Muslim boys and girls were openly eating at a local campus during the day. When reprimanded that it was Ramadhaan, their answer was: “What will Allah get if we stay hungry!” Which true Muslim can ever utter such a statement which could even cast one out of the pale of Islam. Yet this attitude was unheard of prior to their going to university.

CONTRACEPTIVES

You should also talk to those who are on campus and are aware of what goes on. Ask them about the number of unmarried Muslim girls who talk openly about what contraceptives they are using. Ask them about how many Muslim boys and girls on campus are NOT involved in illicit love affairs and they will give you a dismal percentage, Ask them about drug abuse on campus and they will paint a dreadful picture. This is just the tip of the iceberg. This is the kind of environment that you want to send your daughter into.

PARALYSED

Supposing you were told to send your daughter to study because there is a need for Muslim women doctors. However, by the time she qualifies she will be either physically paralysed or totally blind or crippled, or you may receive her corpse, will you still be prepared to send her? No sane person will be prepared to do so, despite the fact that the physical disability will last at the most until death (which is in any case inevitable). What then about the reality that your daughter could qualify as a spiritually dead person, or one whose Imaan and modesty is paralysed or badly disfigured.

As stated earlier, this is just one aspect which should be sufficient for a person who values the spark of Imaan and who cares for the chastity and modesty of his daughter.

Hadhrat Maulana Ashraf Ali Thanvi (Rahmatullah alayh) had the following advice for the managements of the Madaaris:

“The Madaaris should understand that it is not necessary to teach the full course (i.e. the Dars-e-Nizaami – Aalim-Faadhil course) to every student. This should be taught selectively to only such students who have a natural compatibility, ability and affinity (with Ilm), and in whom there is Fahm-e-Saleem (sound intelligence).

Those students who lack in these qualities should be taught only the necessary masaa-il (for daily life). After teaching them the Dhuroori masaa-il, they should be advised to branch out into the world to earn.

Every person is not endowed with the ability to become a Muqtada (a leader/guide in the Muslim community). Some (in fact most) are totally unfit. To impart the full course of Ilm to them (and granting them Molvi certificates) is like handing a sword to a dacoit. It is khiyaanat (abuse of Trust).

Nowadays the Mudarriseen and Muhtamimeen (Ustaadhs and Principals) are totally oblivious of this concern. They do not scrutinize the students to determine who among them are qualified for pursuing this Ilm (at the higher level). All of them do not have munaasabat (natural affinity and compatibility with Ilm) nor do they have fahm-e-saleem. Why do they not select from among the Talaba only those who are fit for pursuing this course?

A special course should be arranged for students who lack the natural ability (for the Aalim-Faadhil course of study). They should not be taught further than this special course which should cover the Dhuroori masaa-il.”

(End of Hadhrat Thanvi’s advice)

Hadhrat Maulana Ashraf Ali Thanvi (Rahmatullah alayh) has described the abject putrid state of the Madaaris in mild terms. The corruption in the Madaaris at all levels, now about 70 or 80 years after the above observation of Hadhrat Thanvi, has multiplied manifold. The moral corruption of both Students and Ustaadhs today could not have been imagined by Hadhrat Thanvi (Rahmatullah alayh) in his era which was comparatively a time of sanity – a time of khair.

The lamentable condition of the Madaaris of this age is the consequence of not accepting and even not believing what Rasulullah (Sallallahu alayhi wasallam) said. He said: “He who imparts Ilm to someone unfit (for it) is like one who garlands khanaazeer (swines) with diamonds, pearls and gold.”

The truth should not be swept under the carpet. The preponderance of ulama-e-soo’ in our time and the deluge of absolute morons bearing the ‘Molvi’ title, are the direct consequences of ignoring the command of Nabi (Sallallahu alayhi wasallam). Ilm at the higher level is imparted to just any stupid, moron, immoral Tom, Dick and Harry. What type of ulama can therefore be expected from such muck? Rasulullah (Sallallahu alayhi wasallam) himself has described such molvis and sheikhs as ‘MUCK’.

“The Saalihoon are departing (in quick succession from this dunya). Then there shall remain only the HUFAALAH (MUCK) such as the chaff/muck/waste of barley or dates. Allah will have no care whatsoever for them.”

The Madaaris are living testimony for this lamentable state of affairs described by Rasulullah (Sallallahu alayhi wasallam) and the illustrious Auliya.

What type of Molvi can a scoundrel dressed in bermuda pants and T-shirt, kicking a ball and indulging in kuffaar sport ever be? The Madrasah management should hang its head in shame for having established sports grounds on the Waqf property to enable students studying Qur’aan and Hadith, carrying around big Tafseer and Hadith kutub, to indulge in haraam kuffaar sport in flagrant rejection of Rasulullah (Sallallahu alayhi wasallam) banning all sport as haraam. With kuffaar sport, how is it ever possible for the students to have hearts focussing on Ilm, Allah Ta’ala and the Aakhirat?

It appears that the Ulama who are operating Madaaris are scandalously ignorant of the meaning of a Darul Uloom. They fail to understand that in the background of a Darul Uloom is silhouetted Ghaar-e-Hira which is the Fountain of Ilm-e-Wahi which is being imparted in a Darul Uloom or which is supposed to be taught in such an Institution. What affinity does kuffaar sport and other western paraphernalia have with Ghaar-e-Hira?

The Madaaris today are Signs of Qiyaamah. Among these Signs, Rasulullah (Sallallahu alayhi wasallam) said:

“Knowledge (of the Deen) will be acquired for purposes other than the Deen.” Another Sign mentioned in the Hadith is that “the dunya will be pursued with the amal of the Aakhirat”.

These Signs of Qiyaamah are being conspicuously and flagrantly displayed by the Madaaris. That is why so many molvis of this age take to immoral media such as facebook, video and television portraying their ugly snouts which will be branded in Jahannam. Regarding such snouts of molvis hideously portrayed on the haraam immoral media, the Qur’aan Majeed says: “Soon shall We brand him on the snout.”

Having squandered their years at an institution imparting the Knowledge of the Qur’aan for the sake of the dunya, not for the acquisition of Allah’s Pleasure, these corrupt molvis, in pursuit of worldly wealth, name and fame, bootlick the leaders and the affluent members of the community. Thus, they excel in halaalizing riba for the haraam banks. They form haraam so-called ‘shariah’ boards obsequiously serving the fussaaq, fujjaar and kuffaar capitalist bank owners, digging into the kutub and tearing out of context texts to churn out haraam fatwas to legalize all the riba, faasid and baatil bank contracts, plastering these baatil deals with Islamic sounding terminology. They ingest the Fire of Jahannam into their bellies with remuneration paid for fabricating ‘fatwas’ of permissibility for haraam products.

The root of the rot is in the Madaaris. The Asaatizah teach merely to earn, and the students study with the same motives for which secular students pursue secular education at the immoral universities. The two sets of knowledge are mutually repellent. While the objective of universities is worldly prosperity, the Maqsad of Ilm-e-Deen is the Aakhirat. The niyyat of the Taalib-e-Ilm should therefore not be even Da’wat and Tableegh. He should not pursue the Ilm of the Deen to enable him to operate a darul Ifta or to be an Imaam in a Musjid, or to earn a livelihood. His only niyyat should be Allah’s Pleasure and Prosperity in the Aakhirat.

Therefore, only a handful of Students should be allowed to pursue the Aalim-Faadhil course. Such Students are not in need of a long certificate nor to be turbaned. The goal is the Aakhirat, hence there is the need to dispense of these trappings which no longer have any valid meaning. The only purpose for such paraphernalia nowadays is riya and takkabbur. Rectification of niyyat is of imperative importance. There will be no barkat in the Student’s knowledge if his intention is contaminated with a corrupt niyyat.

“Wahab Bin Munabbah said: ‘He who pursues the dunya with the amal of the Aakhirat, Allah Ta’ala will make his heart blind. His name will be listed in the record of Jahannam.”

Sufyaan Thauri (Rahmatullah alayh) said: “My mother said to me: ‘O my son, do not acquire Ilm if it is not your intention to practise accordingly. On the Day of Qiyaamah it (Knowledge) will be a great calamity for you (if your intention is not to practise on it).’”

The corrupt niyyat of the Darul Uloom’s management constrains them to tolerate all the filth and immorality in which today’s students indulge. The objective is to promote the image of the Madrasah, hence the need to expand the buildings and increase the number of students. Riya and takabbur are the motivation for all the jalsahs of today’s madaaris. There is no longer any benefit in these functions which have outlived their utility. Waste, pomp and show are the salient features of these functions which are bereft of Deen. Hadhrat Sufyaan Thauri (Rahmatullah alayh) said:

“Seldom will an Aalim be saved from ujub (vanity and pride) if his circle of dars (his madrasah) is large.”

If a cloud would pass overhead while Hadhrat Sufyaan Thauri (Rahmatullah alayh) was engaged in teaching his students, he would immediately become silent until the cloud had passed, and he would say: “I fear that the cloud may contain stones which will be showered on us.”

Once a student laughed during the dars of Hadhrat A’mash (Rahmatullah alayh). He severely reprimanded the student and expelled him. Reprimanding the student, he said: “You pursue Ilm which Allah Ta’ala has commanded, yet you laugh.” Then Hadhrat A’mash (Rahmatullah alayh) did not speak with this student for two months. What should we comment about students indulging in kuffaar sport, facebook pornography, movies and the like? Their brains and hearts are saturated with the filth of immorality and perversion. Yet, they will be ‘molvis’ tomorrow to subvert and undermine the Deen, and to mislead the masses.

When Hadhrat Sufyaan Thauri (Rahmatullah alayh) had abandoned teaching Hadith, people questioned him in this regard. He explained: “By Allah! If I knew that any of you desires to acquire Ilm only for the Sake of Allah, then I would go to his house to teach him. I will not inconvenience him to come to me.”

When someone asked Hadhrat Sufyaan Bin Uyainah (Rahmatullah alayh) to explain why he does not engage in teaching Hadith, he responded: “By Allah! I do not see any of you fit to learn Hadith nor am I qualified for imparting the knowledge of Hadith.”

“Only he who has these qualities should teach (Hadith). If he is lacking in these attributes, he should not take to this profession (of teaching Hadith). The attributes are:

• He should remind people of the bounties of Allah Ta’ala so that they are grateful to Him• He should remind them of sins so that they resort to Taubah.• He should warn them of the enmity of shaitaan so that people stay aloof from him.”

Hadhrat Ibn Mubaarak (Rahmatullah alayh) was asked: “Who is the most contemptible person?” He said: “He who earns the dunya by means of his Ilm, amal and the Deen.”

Hadhrat Ikramah (Rahmatullah alayh) said: “Impart Knowledge to him who will fulfil the rights of the Ilm. The Aalim should teach such a person who will practically implement the Knowledge.”

Hadhrat Sha’bi (Rahmatullah alayh) said: “The Aadaab of the Ulama demand that they practise on whatever they have learnt. When they make amal, they will abstain from mingling with people. The Aalim will then be lost to the people. They will then search for him. When they search for him, the Aalim fearing fitnah for his Deen, will flee from them.”

It is mentioned in the Hadith that on the Day of Qiyaamah the worst punishment will be inflicted on an Aalim who had not derived benefit from his Knowledge. Rasulullah (Sallallahu alayhi wasallam) said:

“Soon will there dawn an age when all the Aabids (pious worshippers) will be jaahil and all the ulama will be fussaaq.”

That age has already dawned. We are currently in that predicted age. The Ulama are grovelling nowadays in fisq, fujoor, bid’ah and even kufr.

Hadhrat Hasan Basri (Rahmatullah alayh) said: “Do not be from among such people who acquire the Knowledge of Ulama, but acquit themselves as juhala.”

Hadhrat Umar Ibn Khattaab (Radhiyallahu anhu) said: “I fear most for this Ummah such a person who is an Aalim with his tongue, but a jaahil at heart.”

Hadhrat Fudhail Bin Iyaadh (Rahmatullah alayh) said: “I cry when I see the dunya playing with an Aalim. It is indeed lamentable to hear that an Aalim went for Hajj with expenses provided by a trader.”

Hadhrat Hasan Basri (Rahmatullah alayh) said: “The punishment for an Aalim is the death of his heart. The death of the heart occurs when the dunya is pursued with the amal of the Aakhirat. He seeks the proximity of the people of the dunya with the Deen.”

Hadhrat Sayyid Bin Meelab (Rahmatullah alayh) said: “When you see an Aalim at the door of the wealthy, then know that he is a thief.”

Hadhrat Umar Ibn Khattaab (Radhiyallahu anhu) said: “When you see an Aalim having love for the dunya, then be suspicious of him. A man will become engrossed in something he loves.”

Hadhrat Auzaai (Rahmatullah alayh) said: “When the qaari is concerned with the adornment of words, then khushoo’ (humility and fear) disappears from the qaari and the listeners.”

Hadhrat Nabi Isaa (Alayhis salaam) said: “The Aalim who does not act according to his knowledge is like a woman who commits adultery in secret. When she becomes pregnant, she is disgraced. Such will be the condition of an Aalim bereft of practice on the Day of Qiyaamah. Allah Ta’ala will humiliate him”

When Hadhrat Sufyaan Thauri (Rahmatullah alayh) met Hadhrat Fudhail Bin Iyaadh (Rahmatullah alayh), the latter said: “O Assembly of Ulama! Once you were lanterns brightening the cities. But now you are only darkness. Formerly, you were Stars of Guidance. In the darkness of ignorance people would acquire guidance from you. But now you are lost. You visit the rulers, sit on their carpets, eat their food and accept their gifts. Then you sit in the Musjid narrating Ahaadith from Rasulullah (Sallallahu alayhi wasallam). By Allah! Knowledge is not acquired for such acts.”

Hearing this admonition, Hadhrat Sufyaan sobbed uncontrollably.

Hadhrat Sufyaan Bin Uyainah (Rahmatullah alayh) said: “Do not impart Knowledge to a Taalib-e-Ilm if you discern in him an increase in worldly desires. You will be aiding him to enter into Jahannam.”

Hadhrat Zunnun Misri (Rahmatullah alayh) said: “We have seen such people who became increasingly averse with the world as their Knowledge increased. But now we see the converse. Worldly lusts increase with the increase in knowledge. They indulge inordinately in worldly luxuries.”

Hadhrat Sufyaan Bin Uyainah (Rahmatullah alayh) said: “How is it possible for a reciter of the Qur’aan to practise in accordance with its teachings when he sleeps away the entire night, abstains from fasting during the day and consumes haraam and mushtabah food?”

Hadhrat Umar Bin Abdul Azeez (Rahmatullah alayh) said: “If the qaaris were alive (i.e. spiritually), they would have felt burning flames in their stomachs on account of the haraam food they consume. But they do not perceive this because they are dead. They wander around devouring carrion and fire.”

Hadhrat Hasan Basri (Rahmatullah alayh) said: “I abhor that an Aalim fills his stomach with even halaal food. What should I say when an Aalim satiates himself with haraam food?”

Hadhrat Abdullah Bin Mubaarak (Rahmatullah alayh) said: “Nowadays, eating haraam and mushtabah food has overwhelmed the Ulama. It has become their salient habit. They are drowned in the indulgences of lust and the stomach. They have made their knowledge a net to entrap the dunya.”

Hadhrat Fudhail Bin Iyaadh (Rahmatullah alayh) said: “If corruption had not overwhelmed the Ulama, they would have been the best of people. But they have made Knowledge a profession for earning the dunya. Thus, they have become the most contemptible species in the heavens and on earth.”

Hadhrat Sufyaan Thauri (Rahmatullah alayh) said: When you see a Taalib-e-Ilm increasing in knowledge without making amal thereon, then do not impart knowledge to him. If you see the Student being careless regarding haraam and halaal in his food and garments, then do not teach him so that it will not be a proof against you on the Day of Qiyaamah. (Teaching such unfit students will be a calamity on the Day of Qiyaamah).”

Hadhrat Hasan Basri (Rahmatullah alayh) said: “If a person acquires vast knowledge and engages in abundant ibaadat which transforms him into a pillar or like a dried out maskeezah (skin water container), but he is not careful of the food that he ingests, whether it is halaal or haraam, none of his ibaadat is accepted by Allah Ta’ala.”

Hadhrat Abdullah Bin Mubaarak (Rahmatullah alayh) said: “If a man who is the bearer of the Qur’aan (i.e. an Aalim) inclines to the dunya, he has made a mockery of the Aayaat of Allah Ta’ala.”

Imaam Ahmad Bin Hambal (Rahmatullah alayh) would cease teaching a Student if he observed that the student was not spending a portion of the night in ibaadat.

There is an avalanche of similar advice and admonition by the Sahaabah and the Auliya. Abuse of the Amaanat of Ilm-e-Wahi culminates in the production of ulama-e-soo’ who are the primary architects of the immoral lifestyle of the Ummah. Someone asked Rasulullah (Sallallahu alayhi wasallam): “When will it be the Hour (of Qiyaamah)?” Rasulullah (Sallallahu alayhi wasallam) responded: “When Amaanat is destroyed.” The Sahaabi asked: “How will Amaanat be destroyed?” Rasulullah (Sallallahu alayhi wasallam) said: “When the issue (of trust) is assigned to someone unfit for it.”

This is one of the worse acts of khiyaanat committed by the Madaaris. They assign the sacred Amaanat of Qur’aanic Knowledge to totally unfit students who will manipulate the Ilm for the acquisition of the carrion and filth of the dunya.

We are not suggesting that the Madaaris execute the advices of the Salafus Saaliheen in exactitude. This, we are aware, is not possible in our age. The lofty standard of Taqwa and life of austerity of the Salafus Saaliheen are ideals of a bygone era which will never return to this Ummah. But it is expected that the Madaaris move within the shadow of these advices and admonition. The confines of the Shariah may not be transgressed one iota.

A Madrasah is supposed to be a Bastion of the Deen. It has to be a citadel of Hidaayat. But today, the Madaaris are abodes of zulmat churning out hufaalah on a massive scale. Instead of being guides for the Ummah, these products are the mudhilleen for whom Rasulullah (Sallallahu alayhi wasallam) had expressed the greatest fear. He said that he feared the aimmah mudhilleen more than even Dajjaal.

It is of vital importance for the Madaaris managements to overhaul the system of ta’leem. This does not mean interference with the Dars-e-Nizaami curriculum. It is the best syllabus and shall remain so. The current system prevailing in the Madaaris has absolutely no affinity with tarbiyat and islaah-e-nafs. In fact, the system enhances sin and transgression. Encouragement for haraam sports, sports fields on Madrasah property, futile jalsahs and functions of riya, haraam and mushtabah food, smoking, even drugs, cellphones, newspapers, un-Islamic dress, emphasis on worldly objectives, etc. have ruined the Madaaris and the Talaba.

Hadhrat Maulana Ashraf Ali Thanvi (Rahmatullah alayh) was averse to written examinations which are customary in the Madaaris. Commenting on the system of written examinations of the Madaaris, Hadhrat Thanvi said:

“My opinion in regard to Imtihaan (Examinations) is that the Imtihaan should be taqreeri (oral). The oral imtihaan quickly reveals the student’s ability and potential. The purpose is to see whether the student has understood what he has learnt, not whether he is a Haafiz of the Kitaab or not. Thus, in oral examinations there is ease for the student, and the objective of the Imtihaan is also achieved.

On the contrary, in the customary method, i.e. written Imtihaan, there is nothing but hardship. When I was studying in Deoband I had to spend the entire night in preparation for the Imtihaan. I would be deprived of sleep. My health would suffer. As long as the whole kitaab was not studied one could not write the examination.

On the basis of these experiences, when I was in Kanpur I formulated simple rules and regulations for the Imtihaan. Outstanding results were obtained.

Now nothing is in my control. I can only prof-fer advice. I have explained to the Authorities of the Madrasahs about the (ills of the) current system of written Imtihaan in the Madaaris. The entire kitaab has to be swotted. Only then can a candidate confidently write his Imtihaan. However, no one is interested.” (End of Hadhrat Thanvi’s malfooth)

Entrenched customs blind even well-grounded Ulama who sometimes fail to under-stand simple realities to which their attention is drawn by even great luminaries. Hadhrat Thanvi laments the fact that none of the Madaaris was able to understand the benefits of the oral system of examinations. The Madaaris authorities due to custom fail to understand the disadvantages of the written form of examination and the advantages of the oral system. When viewing the bid’aat and the futility introduced in the Madaaris, especially of the current age, it is not at all surprising that no one will be able to understand the wisdom stated by Hadhrat Thanvi (Rahmatullah alayh).

THE ULAMA HAVE BECOME WORSHIPPERS OF FUTILE CUSTOMS

[By Hadhrat Maulana Ashraf Ali Thanvi]

The fraternity of the Ahl-e-Ilm (i.e. the Ulama) frequently labels people as worshippers of customs. However, I say that these Ulama are the worst worshippers of custom. They will not abandon old practices (i.e. practices which have outlived their utility, e.g. jalsahs and dastaarbandi customs) despite the need for abandoning the customs.

Hadhrat Maulana Gangohi (Rahmatullah alayh) had proffered some advice to a certain Madrasah (namely, Darul Uloom Deoband). He had advised that certain kitaabs be expunged from the syllabus (these were the books of philosophy). But no one (of the authorities of the Madrasah) had practically implemented his advice despite all of them being Hadhrat’s devotees. But they did not pay any heed to the mashwarah of Hadhrat Gangohi. This is the ‘value’ they attach to mashwarah the of the Buzrugs.

The condition of the Ahl-e-Madaaris is that whatever is entrenched in their minds, they will act accordingly. (In other words, their brains are fossilized). They will not listen to anyone. My opinion regarding examinations is that examinations should be oral. In oral examinations, the worth of the student is quickly ascertained……… Although I had advised the authorities of the Madaaris in this regard, no one paid any heed……..

There is no proper system and principles in the Madaaris. The situation is extremely deplorable. How is it possible for these people to govern a country when they are unable to govern even a Madrasah?

Furthermore, the students too nowadays are such whose attention is not focused on Uloom. They consider it a great mi’raaj to be fitted with a huge turban and given a large printed poster (the certificate). Thus they have become molvis and maulanas! This fossilization is the effect of worshipping customs. The fossilization is extreme.

For them progress is to join the khilaafat movement (a political movement of that era) or the Congress (i.e. the Hindu Congress). They do not progress in Uloom. Yes, their progress in jahl (ignorance) is incremental.

Truly, those who have not been in the suhbat (company) of the Ahlullaah, their hearts are incapable of com-prehending realities. Their hearts are totally dead.” (End of Hadhrat Thanvi’s comments)

At one stage Hadhrat Maulana Ashraf Ali Thanvi (Rahmatullah alayh) was the Sar Parast (Head) of Darul Uloom Deoband. However, he resigned because of the fossilized attitude of the authorities. He commented: “Of what benefit is it being the Sar Parast when they do not act in accordance with the advice offered? I therefore feel relieved of a burden by having resigned.”

The Ulama should reflect and engage in some deep soul-searching to understand their deviation and the destruction they are wroughting to the Ummah with their baatil ta’weelaat for making halaal so many of the prohibitions of Allah Azza Wa jal.

They should understand that the jalsahs, functions and conferences they are engaging in are all snares of shaitaan. These functions have outlived their utility. Not only this, but the hurmat is aggravated by the accretion of multiple evils which always accompany the jalsahs of today. They should understand that they have become Signs of Qiyaamah. About such Ulama, Rasulullah (Sallallahu alayhi wasallam) said:

“Deen will be imparted for purposes other than the Deen. The dunya will be pursued with the a’maal of the Aakhirat.”

Question: How do you create a system that will produce good doctors?Answer: Well, it starts with establishing 12 years of primary school education consisting of a precisely curated curriculum of math, science, language, and other skills that develop a young person’s cognitive and study skills. After primary school, we establish a rigorous 4 year college education, again with a specific curriculum designed to nurture particular points of knowledge and cognitive capacity. Then you do the same with 4 years of medical school, a residency program, fellowship, and after going through all that, doctors are produced at the other end.

Question: How do you create a system that will produce good Muslims?Answer: Uh, just hope that kids pick up what they’re supposed to do from friends and family. Maybe take them to a convention or two. Hopefully the mosque Sunday school program has something to offer.
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Point to Ponder:- Do we think that the great Muslim figures of the past, whether scholars or non-scholars, we’re just produced by chance? No, the Muslim community has always had a rigorous system for developing strong Muslims, but colonialism deliberately destroyed that system in most of the Muslim world. This was a system that was implemented through institutions like the kuttab, where children would memorize Quran from a young age. The madrasa continued that education for young Muslims as did other religious-social institutions like the turuq. These institutions along with the most important institution of them all, the Muslim family, instilled Islamic values and character, instilled the Islamic cognitive frame MashaAllah.

If we want to return to the glory days of Islamic society, we can’t get there without recreating the institutions and educational structures that can produce strong Muslims. It is up to our generation to take action and build upon what the previous generation has worked hard to revive. I strongly believe we can do so bi idhnillah.